The Efficiency of Task-Based Language Teaching (TBLT) in English Language Instruction: A Systematic Review of Advantages, Challenges, and Contemporary Applications

الملخص

In this research, Task-Based Language Teaching (TBLT) as an instructional approach in the area of English language training is discussed systematically. TBLT takes more emphasis on real language use, problem-solving, and meaningful communication than the traditional form-oriented methods. To dispel enduring misconceptions in the regional research, the review synthesized the foundational theories, mainly Long's Interaction Hypothesis (1985), Swain's Output Hypothesis (1985), and Ellis's task-based framework, as well as to address the misattribution of TBLT to Krashen's Input Hypothesis. The methodology to be used in the study is an organised systematic review, also explains theme analysis, inclusion/exclusion criteria, and search tactics. Findings show that TBLT leads to improved learner engagement, autonomy, accuracy, fluency, and communication competence. However, it is not without its challenges such as inadequate teacher preparation, exam-driven curricula, big class numbers, a lack of instructional resources, and a lack of technology preparedness, especially in Arab educational contexts. The prospective pedagogical developments are provided by contemporary applications like mobile-assisted TBLT, VR-based exercises, AI-mediated feedback, and integrated settings. The paper ends with evidence-based suggestions for enhancing TBLT implementation in Iraq and the Arab world in general, with a strong focus on the necessity of professional development, curriculum change, and task design supported by technology.